Module 10: Classroom Technology and Collaboration

In what ways, will you be able to help your students collaborate using technology?

Collaborative problem solving and decision making is a key skill in my discipline area of History where students must learn to “communicate effectively, work in teams, negotiate, develop strategies to resolve issues and plan for action” (Australian Curriculum, Assessment and Reporting Authority, 2015). Gilbert and Hoepper (2017, p. 91) argue that collaborative learning is imperative to creating a thinking culture through talk (or chat) and supports learning habits and dispositions beyond subject-based skills. This is where technology affords collaborative learning across multiple disciplines by enabling deeper knowledge development through social interactions. I hope to utilise collaborative learning as a core component of pedagogy in my History and English classrooms in the following ways.

  • Web 2.0: I plan to integrate multiple social networking platforms such as Twitter, Ning, Wiki and Facebook as part of an obligatory assessment strategy where students share and co-construct their ideas. Here students can construct deeper knowledge both asynchronously (discussion boards) and synchronously (chat). Howell argues that social media dialogue can serve as a collaborative tool where students generate knowledge by interacting with each other as creators of content (Howell, 2012, p. 158).
  • Group work: Students work as a team on a community problem-solving issue through enterprise projects, service learning, and other social justice projects. One such tool is the Future Problem Solving Program Australia where students learn to negotiate, advocate and accept group roles and responsibilities. Students develop social awareness by participating in a community service learning activity, developing deeper knowledge due to the collaborative opportunities it affords(Gilbert & Hoepper, 2017, p. 97).
  • Soft Skills: The Singapore Ministry of Education argues that soft skills are necessary for students to cognitively develop different ways of knowing by internalising different perspectives to their own(Singapore Ministry of Education, 2011). Soft skills can be guided by triggering authentic questions in class or online to demonstrate how different perspectives can contribute to developing better knowledge.
  • Mind Mapping Software: Students can co-construct knowledge by developing a mind map using software such as us or TimeGlider.
  • Peer Review: Students provide feedback on their peers’ work as a way of motivating high-level ideas and developing arguments. Laurillard (2009) explains this method as a type of conversational framework where learning occurs through online discussion across multiple contexts, people, and interactive technologies.

I am also hopeful to continue collaborating with my teaching peers to generate lesson ideas and share resources. Special thanks to Benita Rowe for being my ESC407 twitter buddy this session and to all my fellow students for sharing some fantastic articles and technological wisdom.


Arvaja, M., Hakkinen, P., & Kankaanranta, M. (2008). Collaborative learning and computer-supported collaborative learning environments. In J. Voogt, & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (Vol. 20, pp. 267-280). The Netherlands: Springer Science + Business Media, LLC.

Australian Curriculum, Assessment and Reporting Authority . (2015). F-10 Curriculum Humanities and Social Sciences 7-10 Civics and Citizenship. Retrieved from Australian Curriculum v8.1:

Gilbert, R., & Hoepper, B. (Eds.). (2017). Teaching Humanities and Social Sciences: History, Geography, Economics, and Citizenship in the Australian Curriculum (6th ed.). South Melbourne: Cengage Learning.

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Connectivity. South Melbourne: Oxford University Press.

Laurillard, D. (2009). The Pedagogical Challenges to Collaborative Technologies. International Journal of Computer Supported Collaborative Learning, 4(1), 5-20.

Singapore Ministry of Education. (2011). Advancing Collaborative Learning with ICT: Conception, Cases & Design. Retrieved from




5 thoughts on “Module 10: Classroom Technology and Collaboration

  1. Ltub says:

    Hi Angela

    Thats a really good comprehensive list that you’ve compiled. I like the inclusion of the social justice projects and peer review. Both of those are so important for student growth and development.
    Just to add to your already great web 2.0 tools, have a look at Twiducate ( its a private social media platform for classes!


    Liked by 1 person

  2. Greg Barrett says:

    Hi Angela, I liked the way in which you have categorised the different colloboration aspects and then looked at specific ICT applications. Peer review was particularly enlightening as I can imagine that students would really engage in this learning opportunity. Furthermore, a peer review process has the added advantage of providing a form of assessment for students that does not require teacher marking. In a subject such as History where the teacher marking requirement is high, periodic peer reviews would help ease the marking workload as well as providing a great learning opportunity for students.

    Liked by 1 person

  3. Hi Angela,

    I enjoyed reading your ideas on collaborative learning. I was most interested in the Future Problem Solving Program Australia tool. I have never seen this before and think it’s a great idea! Have you had any experience with this program?

    I also like the idea of mind mapping software. I believe graphic organisers are a very effective tool to help students link ideas and for long term memory. I have come across and Mindomo. Have you had any experience with either of these programs or any others? I really like the look of Mindomo, however have not had much experience with it yet.

    It has been a pleasure reading your blogs over the course of this subject. Good luck on your future as a teacher.

    Best wishes

    Liked by 1 person

    • Thanks for the great compliment Matt, glad you’ve enjoyed my posts. I included MindMeister is my first assessment as a brainstorming tool but will look into Mindomo as well. I havent used it in a classroom setting as yet, but have used it to develop my own mindmaps at the planning stage of assignments. I like the idea that students are able to work together on them and build knowledge through social interactions.
      I am always on the lookout for authentic learning project ideas and stumbled on problem solving australia. I definitely intend to incorporate social action projects in my HSIE lessons as a way to make learning relevant and applicable to real life. Thanks for the comment!


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